SBIR Phase II: Innovation in Mathematics Assessment

SBIR 第二阶段：数学评估的创新

• 批准号: 9501332
• 负责人: Marjorie Cappo
• 金额: $ 30万
• 依托单位: Learning in Motion, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-10-01 至 1997-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9501332&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Innovation; Mathematics

9501332 Cappo In this Small Business Innovation Research Phase II project, Learning in Motion is developing a collection of assessment items to support mathematics instruction in grades K-2 that is aligned with the National Council of Teachers of Mathematics Standards. The collection of items was begun in 1994 and is being evaluated and augmented with additional items with the cooperation of Thomas A. Romberg of the University of Wisconsin and Jan de Lange of the Freudenthal Institute in the Netherlands. Scoring rubrics are being developed and the items and rubrics are being tested in schools. A teacher enhancement component is being designed to help teachers build their own expertise in the area of assessment. The collection of assessment items is being made available for Macintosh and Windows environments and the accompanying software allows teachers to search for items using a variety of criteria, including level of difficulty, grade level, content strand, role of context, and length of time for completion. This project will create an assessment tool offering dynamic reporting thus giving teachers the direction they need to make important curriculum and testing decisions at the classroom level. Teachers will be able to assess their students understanding of mathematics at higher levels and to build better assessment programs overall.

小行星9501332 在这个小企业创新研究第二阶段项目中，Learning in Motion正在开发一系列评估项目，以支持与国家理事会数学教师标准保持一致的K-2年级数学教学。 1994年开始收集物品，目前正在与托马斯A.威斯康星州大学的Romberg和荷兰弗赖登塔尔研究所的Jan de Lange。 正在制定评分标准，并在学校测试项目和标准。 目前正在设计一个提高教师能力的组成部分，以帮助教师建立自己在评估领域的专门知识。 正在为麦金塔和视窗环境提供评估项目集，附带的软件使教师能够使用各种标准搜索项目，包括难度、年级、内容链、背景作用和完成时间。 该项目将创建一个评估工具，提供动态报告，从而为教师提供在课堂上做出重要课程和测试决定所需的方向。 教师将能够评估他们的学生在更高水平的数学理解，并建立更好的整体评估计划。